Higher Education Practice

THE USE OF VARIOUS FORMS OF EVALUATION / ASSESSMENT

TABLE OF CONTENTS

TABLE OF CONTENTS 0

1 INTRODUCTION 2

2 ASSESSMENT DEFINED & DISCUSSED 2

3 DESCRIPTION OF FORMS OF ASSESSMENT 4

4 EVALUATION OF METHODS OF ASSESSMENT & THEIR INFLUENCES ON LEARNERS 6

4.1 QUESTIONING 6

4.2 INTEGRATED ASSESSMENT 8

5 CONCLUSION 10

ANNEXURE 1 12

ANNEXURE 3 14

ANNEXURE 4 15

ANNEXURE 5 16

ANNEXURE 6 18

1 INTRODUCTION

This paper seeks to explore the reasons behind the use of two different forms of assessment and the influences they might have on the learner. I have chosen to discuss two forms of assessment that I use as part of my current assessment practice. The following limitation applies to this paper:

As I could not determine the exact difference between form of assessment and method of assessment I have taken them to have a similar meaning. They are used interchangeably within the Department of Civil Engineering, Durban Institute of Technology.

Both assessment forms are used in one of the subjects for which I am examiner. The subject that they assess is Theory of Structures II. It is a level 2 subject located in S2 (semester 2). The course breakdown and position within the diploma is shown in Annexure 1.

Before one can examine the forms of assessment it is necessary to discuss the assessment standards and criteria that the Durban Institute of Technology has set. These standards and criteria are currently interim policies that have come about as a result of the merger between the ML Sultan Technikon and Technikon Natal. The final policy documents are expected towards the end of 2003.

It is also important to gain an insight into the current understanding of what constitutes assessment and to do this a definition of assessment is needed. Based on this definition and understanding we can explore critically the value of the above forms of assessment and the influences they might have on the learner.

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